Writing is a core skill in English as a Foreign Language (EFL) learning, requiring learners to develop accuracy, coherence, and critical reflection. This study investigates the attitudes and experiences of 90 second-year English-major students at Dong Nai Technology University regarding the use of self- and peer-assessment in writing classes. A mixed-methods design was employed, combining questionnaire data with semi-structured interviews to capture both general trends and deeper insights. The findings indicate that students generally perceive self-assessment as useful for reflection and error detection, while peer-assessment supports collaboration and idea development. However, challenges such as limited confidence, language constraints, and hesitation in providing critical feedback were also reported. The study highlights the importance of assessment literacy training and supportive classroom environments. Implications for EFL writing pedagogy and suggestions for further research are...
Writing is a core skill in English as a Foreign Language (EFL) learning, requiring learners to develop accuracy, coherence, and critical reflection. This study investigates the attitudes and experiences of 90 second-year English-major students at Dong Nai Technology University regarding the use of self- and peer-assessment in writing classes. A mixed-methods design was employed, combining questionnaire data with semi-structured interviews to capture both general trends and deeper insights. The findings indicate that students generally perceive self-assessment as useful for reflection and error detection, while peer-assessment supports collaboration and idea development. However, challenges such as limited confidence, language constraints, and hesitation in providing critical feedback were also reported. The study highlights the importance of assessment literacy training and supportive classroom environments. Implications for EFL writing pedagogy and suggestions for further research are also discussed.